A proposal that provokes further dialogue about practitioner inquiry and elements of a methodological exploration.

Authors

• Michael Reed University of Worcester, Institute of Education, Centre for Early Childhood, Worcester, United Kingdom

Keywords:

Practice-led inquiry, instructional design, reflection, questioning

Abstract

This paper is concerned with teaching and learning in higher education and is situated in a field of study known as students as researchers. This is where students engage in learning at university aligned with a practice-led inquiry conducted in the workplace. It is a process, which can be applied to a number of modalities or disciplines, but in this case concentrates on the training of early education students. It describes the instructional design for a course and offers a conceptual model for how this can promote higher order learning and professional reflection on practice. The paper is presented as a thoughtful stimulus intended to provoke further dialogue about practitioner inquiry and elements of methodological exploration.